Urbana School District 116: Informative/Explanatory Rubric for 7th Grade (Aligned with Common Core Standards) –August 2013

Criteria for
7th Grade / Exceeds
(Above Grade Level) / Proficient/Meets
(On Grade Level) / Basic
(Approaching Grade Level) / Below Basic
(Below Grade Level)
WRITE TRAITS - IDEAS / Focus
CCSS:
W.7.2
W.7.4 /
  • Responds skillfully to all aspects of the prompt
  • Development, organization, and style are appropriate to task, purpose, and audience
  • Thoroughly examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content
/
  • Responds to all aspects of the prompt
  • Development, organization, and style are appropriate to task, purpose, and audience
  • Examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content
/
  • Responds to most aspects of the prompt
  • Development, organization, and style are inconsistent with task, purpose, and/or audience
  • Partially examines a topic and/or conveys ideas and informationunclearly
/
  • Responds to some or no aspects of the prompt
  • Development, organization, and style do not match the task, purpose, or audience
  • Does not examine a topic or convey ideas and information clearly

Evidence/
Support
CCSS:
W.7.2
W.7.9
RI.7.1 /
  • Develops the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples
  • Cites several pieces of textual evidences using MLA format that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
/
  • Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples
  • Cites several pieces of textual evidence using MLA format to support analysis of what the text says explicitly as well as inferences drawn from the text
/
  • Partially develops the topic with facts, definitions, details, quotations, or other information and examples
  • Cites textual evidence to support analysis, reflection, and research, but does not use correct MLA format
/
  • Provides inaccurate, little, or no evidence to develop the topic
  • Does not use or cite sources and/or textual evidence to support analysis, reflection, and research

Analysis
CCSS:
W.7.9 /
  • Shows an insightful understanding of the topic by drawing evidence from literary or informational texts to support analysis, reflection, and research
/
  • Shows a thorough understanding of the topic by drawing evidence from literary or informational texts to support analysis, reflection, and research
/
  • Shows a limited understanding of the topic through a partial analysis of key ideas and information
/
  • Does not show an understanding of the topic and does not analyze key ideas or information

WRITE TRAITS - ORGANIZATION / Structure/
Cohesion
CCSS:
W.7.2
W.7.4 /
  • Introduces the topic clearly, previewing what is to follow
  • Organizes ideas, concepts, and information into broader categories
  • Uses appropriate and varied transitions to create cohesion and clarify the relationships among claim(s), reasons, and evidence
  • Provides a conclusion that follows from the information or explanation presented
/
  • Introduces the topic clearly, previewing what is to follow
  • Organizes ideas, concepts, and information
  • Uses appropriate transitions to create cohesion and clarify the relationships among claim(s), reasons, and evidence
  • Provides a concluding statement or section that follows from the information or explanation presented
/
  • Partially introduces the topic or introduces the topic in a vague or unclear manner
  • Partially organizes ideas, concepts, and information
  • Uses some words, phrases, or clauses to connect claim(s), reasons, and evidence
  • Provides a concluding statement or section with little connection to information or explanation presented
/
  • Does not introduce the topic
  • Does not organize ideas, concepts, or information
  • Uses few or no transition/ linking words, phrases, or clauses to connect claim(s), reasons, and evidence
  • Does not provide a concluding statement or section that connects to information or explanation presented

WRITE TRAITS - WORD CHOICE, SENTENCE FLUENCY, VOICE, AND CONVENTIONS / Language Usage/
Voice
CCSS:
L.7.1
L.7.2
L.7.3
W.7.2
W.7.4 /
  • Varies sentence structure to achieve particular effects
  • Skillful use of conventions and formatting
  • Establishes and maintains a formal style and objective tone
  • Uses precise language and domain-specific vocabulary to inform about or explain the topic
/
  • Chooses language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy
  • Contains few, minor errors in conventionsand formatting without causing confusion
  • Establishes and maintains a formal style
  • Uses precise language and domain-specific vocabulary to inform about or explain the topic
/
  • Contains some errors in sentence structure
  • Demonstrates use of some grade level appropriate conventions and formatting, but errors obscure meaning
  • Uses an inconsistent style or uses both formal and informal styles
  • Uses vague or basic word choice
/
  • Lacks sentence mastery (e.g., fragments/ run-ons)
  • Contains serious and pervasive errors in conventions and/or formatting
  • Uses an inappropriate style and tone for the prompt
  • Uses limited or incorrect word choice

Scoring Note: Teachers should consider the preponderance of evidence from student work when determining overall performance level. Students should also have multipleopportunities to work with the rubric, review exemplars, and revise/modify their work prior to any summative use of this rubric.

Strand / Sixth Grade / Seventh Grade / Eighth Grade
Reading – Informational
Text / RI.6.1: Cite textual evidence (paraphrase, summarize, quote) using MLA format to support analysis of what the text says explicitly as well as inferences drawn from the text. / RI.7.1: Cite several pieces of textual evidence (paraphrase, summarize, quote) using MLA format to support analysis of what the text says explicitly as well as inferences drawn from the text. / RI.8.1: Cite the textual evidence (paraphrase, summarize, and quote) using MLA format that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Writing / W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate transitions to clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from the information or explanation presented.
W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. / W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. / W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language / L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Recognize variations from standard English in their own writing and other’s writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (use commas, parentheses, and dashes to set off nonrestrictive/parenthetical elements).
L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Vary sentence patterns for meaning, reader/listener interest, and style
  2. Maintain consistency in style and tone
/ L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Choose among simple compound, complex and compound-complex sentences to signal differing relationships among ideas.
L.7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (use commas to separate coordinate adjectives).
L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
/ L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (use comma, ellipsis, or dash to indicate a pause or break).
L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., expressing uncertainty or describing a state contrary to fact).

NOTES: In the left criterion boxes of the rubric, the CCSS-aligned standards have been identified. As a resource for teachers, the CCSS-aligned standards for the current grade as well as the grade above and the grade below have been included. The letter abbreviations are as follows: CCSS = Common Core State Standards, W= writing,

RI = Reading Informational Text, and L=Language.

READING STANDARDS THAT CORRELATE WITH INFORMATIONAL WRITING:

  • RI.7.2 – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
  • RI.7.3 -Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
  • RI.7.5 – Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas.
  • RI.7.8 – Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support claims.
  • RI.7.9 – Analyze how two or more authors writing about the same topic shape their presentation of key information by emphasizing different evidence or advancing different interpretations of facts.

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